Wireless Mapping,GIS, and Learning about the Digital Divide: A Classroom Experience

Abstract

The purpose of this article is to describe a capstone course in undergraduate student geographical research in which GIS and other geospatial tools were used to teach undergraduate students basic geographical principles. The course uses the “cooperative learning” pedagogical approach to address one of a number of client-supplied research projects, chosen on the basis of logistical difficulty, time, student ability, and project importance. In the connection of primary data with existing data, students confronted a number of important research issues such as mapping ethics, database design and management, time management, group dynamics, and research limitations.     

Decisions of the U. S. Board of Geographic Names. June 5, 1900, To January 8, 1902 II

ABSTRACT

Spatial literacy is a new frontier in K–12 education. This article describes a place-based introductory GIS/GPS middle school curriculum unit in which students used measuring tools, GPS units, and My World GIS software to collect physical and spatial data of trees to create a schoolyard tree inventory. Maine students completed “memory maps” of their schoolyards as a pre/post exercise assessment. A statistically significant increase in students’ spatial awareness was documented. A technology-based curriculum can significantly increase students’ spatial awareness especially in a place and context relevant to each student.     

Integrating GIS into the Undergraduate Learning Environment

Abstract

Despite the promise of GIS, substantial barriers have prevented its widespread use in geographic education. Among the key factors are technical impediments stemming from software complexity, pedagogic issues related to the lack of experienced faculty and the shortage of curriculum materials, and systemic issues associated with faculty motivation. This case study describes strategies that were employed for addressing each of these barriers in a large enrollment, multisection world geography course. Successful implementation of those strategies has enabled large numbers of students in classes taught by instructors with no formal GIS experience to spend a substantial amount of time learning geography with the help of simple, easy-to-use GIS software applications.     

An Approach to leaching Applied GIS: Implementation for Local Organizations

Abstract

Geographic information systems (GIS) is a fairly new and evolving curriculum area within geography and other disciplines at colleges and universities in the United States. The challenge of teaching underlying concepts of GIS functionality, the details of computer operation and software interfaces, as well as the contexts of various applications can be a difficult one. At Indiana University of Pennsylvania, a teaching strategy—Client-Life Cycle GIS Project Learning—has been introduced in which students in an upper level GIS course work with local organizations, faculty from other university departments, and governmental entities. This allows students with some GIS background to work with real clients; utilize and operationalize the concepts of the GIS Project Life Cycle; make the connection between data development, analysis, and applications development; provide expertise and needed data to local organizations; and see the utility and impact of their work. A group pilot project from the spring semester of 1998 is discussed to illustrate how students responded to this method of teaching GIS.     

TIGER/Line files in teaching GIS

Abstract

This paper offers a teaching strategy for incorporating TIGER/Line files into introductory GIS courses where IDRISI and OSUMAP are the primary software packages. TIGER/Line files present a valuable database for teaching GIS. The TIGER data structure aids in teaching concepts related to topological data structures, geocoding and address matching, and the files themselves provide an excellent database for laboratory exercises that incorporate census information along with environmental and natural resource data. Lack of support by commonly-used educational software packages to import TIGER/Line files directly has been a serious impediment in an instructional context. This paper presents software developed to convert TIGER/Line files into simple polygon vector files acceptable by IDRISI and OSUMAP for three alternative census geographic units (tracts, block groups and blocks). The resulting vector files are plotted for visual examination and graphical output. The vector files generated can also be imported into other GIS or computer mapping software packages.     

Index to Volume 100

Abstract

The integration of GIS into the secondary curriculum can aid student learning of geography. Through a partnership between a local high school and our university, high school students received nine hours of classroom instruction and field-based training on GIS and GPS to complete a mapping project. Upon completion, a test based on seven geography core curriculum units was administered to these students and to a group of university students who did not receive GIS training. Results of the test revealed that high school students significantly outperformed the university students, suggesting that GIS does aid in the learning of geographic principles.     

School Students' Understanding of Choropleth Maps: Evidence From Collaborative Mapmaking Using GIS

Abstract

Pairs of students from two age groups made choropleth maps using Arc View. Evidence from their discourse is used to assess aspects of their cartographic understanding as well as the nature of their collaboration. Students from both age groups spent a high percentage of their time talking about cartographic strategy and a low percentage of time on technical aspects of GIS functionality. Older students engaged in more reasoning and questioning. Key areas for teacher intervention include promoting better student understanding of what the mapped data mean (including directionality and numerical characteristics) and the most effective strategies for raising the level of students' conceptual exchange during collaborative learning.     

A constructivist approach to using GIS in the New Zealand classroom

The development of the revised New Zealand Curriculum provides an excellent opportunity to investigate GIS-based learning pedagogies within the social sciences classroom. The new curriculum privileges inquiry-based activities with a more participatory approach to learning, providing students with greater autonomy in their studies. This paper emphasises the value of GIS technology for extending student learning when situated within a problem-based learning (PBL) framework. Using GIS, students undertake geographic inquiry through meaningful learning grounded in constructivist learning theory. PBL is well suited as an instructional strategy for integrating GIS as students actively learn when presented with authentic, real-world problems.     

Student Attitudes and the Impact of GIS on Thinking Skills and Motivation

Abstract

The value of GIS within school curricula seems well perceived but ill-substantiated. This paper discusses the role of GIS in the development of higher order thinking skills and in motivating student learning. It then reports on attitudinal surveys undertaken before and after student exposure to GIS-related tasks. The tasks formed part of four subjects within three year levels. Data were collected from 109 students from two schools. Individual survey items were evaluated using a t-test for paired means and a two-tailed test for significance. Weighted average responses for the five constructs being surveyed were calculated. Attitudinal improvements were found in three of these: perceived usefulness of computers, perceived control of computers and behavioural attitude to computers. The weighted average declined for the remaining two constructs: attitude to subject and affective attitude toward computers. These data suggest that GIS influences student ability to utilise higher level thinking skills within a context of enhanced relevance.     

The Trade and Industries of Western South America

Abstract

This research was based on an instructional module developed and used to investigate whether GIS can be used to enhance fourth grade students' geographic knowledge and map skills. Another goal was to identify challenges the teachers and the students face using GIS.

Findings from the study suggest that using GIS in the classroom helps students improve their geographic knowledge and maps skills. In addition, this study found that the students' geographic content knowledge tended to improve gradually and the knowledge transferred to the subsequent lessons, while certain map skills tended to develop in a more specific manner.     

Bibliography of Journal Articles on Educational Media 1956-1966

Abstract

Many universities are introducing courses to teach students the principles of geographic information systems (GIS). In addition to lectures, exercises with commercial GIS software are offered to show basic operations. Although students learn to execute such operations, the software may hide their internal structure and logic. We propose using a spreadsheet program as a teaching tool for raster operations such as filter and overlay. Spreadsheets offer a practical way to demonstrate and experiment with raster operations, because the raster structure is captured in the form of rows and columns. With this tool, students are able to perform and visualize operations as well as to see how the data are processed by the algorithms. Our approach is new in that we concentrate on the algorithms of operations. We make explicit which raster functions are actually evaluated when performing a particular operation. We conclude that there are good reasons for using spreadsheets in comparison to traditional GIS software when teaching raster operations. These are demonstration in class, simple user interface, familiarity to students, low cost, flexibility of changing cell values, ease of changing parameters, easy programming environment, and the possibility to look behind the scenes of operations by viewing the code.     

The development and applications of geographic information systems for urban and regional planning in the developing countries

Abstract

In the past 10 years, geographic information systems (GIS) have been widely used in urban and regional planning in the developed countries in Australia, North America and Europe. However, the use of GIS in urban and regional planning in the developing countries is limited and still at an early stage of development. This paper examines the current use of GIS in urban and regional planning in the developing countries in Asia. The major hindrances in the use of GIS in the developing countries is related not so much to the technology of GIS but more to data availability, leadership, organization structure and planning practice. For GIS to be more useful to urban and regional planning in the developing countries the development of a sustainable strategy in developing GIS and staff training is needed. International assistance agencies and GIS software companies can play an active role in making GIS available and usable to the planners in the developing countries.     

An information systems approach to the preservation of biological diversity

Abstract

Although biological diversity has emerged in the 1980s as a major scientific and political issue, efforts at scientific assessment have been hampered by the lack of cohesive sets of data. We describe, in concept, a comprehensive national diversity information system, using geographical information system (GIS) techniques to organize existing data and improve spatial aspects of the assessment. One potential GIS analysis, to identify gaps in the network of nature reserves for California, is discussed in greater detail. By employing an information systems approach, available data can be used more effectively and better management strategies can be formulated.     

Experiential Learning,Spatial Practice,and Critical Urban Geographies

Abstract

Experiential learning pedagogies are being adopted across undergraduate education and touted as an effective strategy for enhancing student learning. This paper develops an explanation for how and why such pedagogies can foster students' critical thinking and learning. Drawing on data collected from first-year students in “field based” urban geography courses at an urban university, I show how students' existing knowledge of urban spaces and specific parts of the city is constructed from a variety of sources and experiences, and can be incorporated in experiential learning activities in ways that foster critical learning. Such an approach is crucial to creating learning environments in higher education that include a greater diversity of student identities and life experiences.     

Why Geography Still Needs Pen and Ink Cartography

Abstract

Maps are fundamental in geographic explanation and education, but as map-making becomes firmly entrenched in the GIS lab, it becomes harder for students to imagine how they can make maps for their papers. Students need to illustrate papers with maps: among other things, maps provide clarity, links to real places, and insights into patterns and context of phenomena discussed in student papers. A simple, quick, and aesthetically satisfying method for students to make their own maps is presented. This map making method can help students can think more creatively and geographically about their topics.     

A Review of “The Power of Place”

Two qualitative case studies, one focusing on K-12 teachers and the other on middle school students, explore key factors associated with using Geographic Information Systems in the classroom. In both studies, access to appropriate hardware is a critical barrier. Time is another critical barrier—time to learn the GIS software and time in the curriculum to incorporate GIS as a learning experience. In both case studies, learning the technology at the expense of learning spatial analysis was a danger, suggesting the need for conscious focus on the goal of using GIS to learn how to “do geography.”     

Visualizing Alternative Models and their Objective Functions in the Solution of Optimal Location Problems

Abstract

This paper presents an argument for introducing location-allocation theory to advanced undergraduate and beginning graduate students in a simplified continuous space environment that is relatively free of the distorting effects of networks and other aspects of more differentiated “real-world” environments. This approach can enable instructors to reinforce visually the role of different models and their objective functions. In this simplified setting, students can initially concentrate on the link between these mathematical programming techniques and the spatial nature of the problems being solved. In a short time, students can move into more advanced methods in more differentiated environments. A freeware program entitled NEWLAP was developed to facilitate this approach. This software features a variety of spatial allocation models and their associated constraints that can be applied on both the plane and the sphere. This paper outlines how this software can be used to show alternative solutions using different models on the same data set as well as application of the software in a “real world” problem on a global scale.     

Conference Announcement. EGIS '94 Fifth European Conference and Exhibition on Geographical Information Systems (EGIS)

Abstract

The GIS literature abounds with strategies to guide the development of a corporate GIS as a single project but lacks discussion on the long term management of the GIS. This paper documents a recent study into GIS development in a state department over an 18-year period. It applies the productional perspective of GIS to model long term GIS development diagrammatically and identifies five patterns of GIS development. The outcomes reveal some long term characteristics of a corporate GIS, based on which a three-stage approach is developed to guide the long term development of an ideal corporate GIS.     

Integrating geographical information systems and multiple criteria decision-making methods

Abstract

Many spatial decision-making problems, such as site selection or land use allocation require the decision-maker to consider the impacts of choice-alternatives along multiple dimensions in order to choose the best alternative. The decision-making process, involving policy priorities, trade-offs, and uncertainties, can be aided by Multiple Criteria Decision making (MCDM) methods. This paper presents a framework for integrating geographical information systems (GIS) and MCDM methods. In this framework the MCDM methods are classified and matched with choice heuristics used by the decision-makers in the presence of competing alternatives and multiple evaluation criteria. Two strategies for integrating GIS with MCDM are proposed. The first strategy suggests linking GIS and MCDM techniques using a file exchange mechanism. The second strategy suggests integrating GIS and MCDM functions using a common database. The paper presents the implementation of the first strategy using PC-ARC/INFO, a file exchange module, and four different MCDM computer programs.